Empowering Students with Language Learning Strategies: A Critical Review of Current Issues

Autor/inn/en	Rivera-Mills, Susanna V.; Plonsky, Luke
Titel	Empowering Students with Language Learning Strategies: A Critical Review of Current Issues
Quelle	In: Foreign Language Annals, 40 (2007) 3, S.535-548 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0015-718X
DOI	10.1111/j.1944-9720.2007.tb02874.x
Schlagwörter	Learning Strategies; Literature Reviews; Metalinguistics; Second Language Instruction; Second Language Learning; Student Attitudes; Teacher Attitudes; Cognitive Style; Gender Differences; Language Proficiency; Personal Autonomy + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Metalanguage; Metasprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Schülerverhalten; Lehrerverhalten; Cognitive styles; Kognitiver Stil; Geschlechterkonflikt; Language skill; Language skills; Sprachkompetenz; Individuelle Autonomie
Abstract	This article analyzes the body of research literature that has brought us to the state of our current knowledge regarding learning strategies in general and learning strategies Instruction as they relate to second language acquisition (SLA). Three categories are discussed: (1) types of learning strategies, (2) learning autonomy and strategy training, and (3) other strategy-related factors such as metalinguistic development and internal/external variables related to the use of learning strategies (e.g., motivation). By conducting a critical review of the issues presented in the literature, the analysis arrives at the implications for language teaching and language learning, taking into consideration the perspective of both the instructor and the Student. (As Provided).
Anmerkungen	American Council on the Teaching of Foreign Languages. 700 South Washington Street Suite 210, Alexandria, VA 22314. Tel: 703-894-2900; Fax: 703-894-2905; e-mail: headquarters@actfl.org; Web site: http://www.actfl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10